Arctic Yearbook 2014
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Figure 5: Student Sharing Circles Thematic Map
Findings indicated that the module’s first edition had limited effectiveness in empowering students
to take active roles in shaping their communities and connect history to their identities. According to
teacher surveys, half of classes sampled completed all 12 module activities; teachers reported
insufficient time to complete course components. This was an obstacle to achieving learning
objectives addressing civic and community engagement. Notably, half of all student research
participants across all regions studied shared portions of their learning outside of class, as reported
by students during focus groups. While there was broad consensus amongst students that their
learning was important, many expressed deep uncertainty about what role they could play in
reconciliation in the future, and in preventing harms from happening again. Other students felt that
learning difficult history would play a role in shaping the future.
Response to Preliminary Research Findings: Actions and Results
The writing team used findings from the territorial pilot study to revise the teaching resource and
develop a second edition of the module. One key aim was to enable teachers to complete all 12
activities with their students, towards developing students’ capacities to engage in future focused
strategies in their communities. The module writing team’s adaptations included developing a Health
Canada support video on how teachers can better care for themselves and their students in dealing
with traumatic subject matter. The writing team also distributed a resource on engaging elders in the
An Ethical Space for Dialogue About Difficult History